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<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Jim,<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Fascinating and important information, as always. If this wasn’t
the last day, I’d ask others whether they find Generation 1.5 students do
better in Developmental Education. I’ve heard different versions of
this story, and in some colleges they are steered away from developmental
education. Heck, I’ll ask anyway. Or maybe your Phd. Dissertation provides
the answer. Does it? If so, what did you find?<o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'>Forrest <o:p></o:p></span></p>
<p class=MsoNormal><span style='font-size:11.0pt;font-family:"Calibri","sans-serif";
color:#1F497D'><o:p> </o:p></span></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal><b><span style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>From:</span></b><span
style='font-size:10.0pt;font-family:"Tahoma","sans-serif"'>
assessment-bounces@nifl.gov [mailto:assessment-bounces@nifl.gov] <b>On Behalf
Of </b>Hinkle, Robert<br>
<b>Sent:</b> Friday, February 08, 2008 12:53 PM<br>
<b>To:</b> The Assessment Discussion List; The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1189] Re: (no subject)<o:p></o:p></span></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div id=idOWAReplyText47174>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Jodi,</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>We
have a small but probably growing group of Generation 1.5 students (I wrote a
dissertation on Generation 1.5 students for my PhD from NYU - completed in late
2005). Some Gen. 1.5 students do take some ESL while others end up going the
developmental studies route. Largely this depends on how resistant they are to
ESL. We simply can't force somebody to be motivated for something they do not
think they need. We find they are much more excited by developmental coursework
than by ESL - and we feel that they are more likely to be successful there. I
should add that the Generation 1.5 students I see at RVCC are not as severely
underdeveloped in terms of academic skills as Gen. 1.5 students in somewhat
more urban locations. As so many discover, there are no magical answers.
This is where I gnash my teeth at the lack of cooperation between high schools
and colleges. I feel cooperation could mitigate the rather devastating effect
of being told in college that your English is not at all what is expected for
academic success.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>We
do have some international students and a fairly significant number of au pairs
who are working for the many wealthy families that live in this part of New
Jersey. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif"'>Our
ESL is all credit (unfortunately all but the highest level of reading/writing
is credit in name only; it doesn't count towards a degree but is called credit
for billing purposes - similar to developmental reading and math courses for
native speaking students). Fortunately, we did convince the college to award 6
real credits for the highest level reading/writing course which can count
towards RVCC graduation only as a general elective. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal> <o:p></o:p></p>
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<div id=idSignature81463>
<div>
<p class=MsoNormal><span style='font-size:10.0pt;font-family:"Arial","sans-serif";
color:black'>Kevin</span><o:p></o:p></p>
</div>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
<div class=MsoNormal align=center style='text-align:center'>
<hr size=2 width="100%" align=center>
</div>
<p class=MsoNormal style='margin-bottom:12.0pt'><b><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'>From:</span></b><span style='font-size:10.0pt;
font-family:"Tahoma","sans-serif"'> assessment-bounces@nifl.gov on behalf of
Jodi Crandall<br>
<b>Sent:</b> Fri 2/8/2008 11:39 AM<br>
<b>To:</b> The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1184] Re: (no subject)</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>Kevin, <o:p></o:p></p>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Are many of your students what we now refer to as generation
1.5 students? They have had much or most of their education in this
country, but may still need extensive help with academic English, especially in
writing?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>If so, are there any special things that you have tried to
help this population?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Do you also have international students?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Joy Reid has written extensively about "ear"
learners (generation 1.5 learners would likely be here) and "eye"
learners and how their needs are so different. Ear learners are those who
were immersed in an English-speaking environment and have learned their English
orally. As you suggest, they have strong Basic Interpersonal
Communication Skills or social language, but may not have developed the
academic language required for success in the community college. Eye
learners are just the opposite: they have learned English through books and
lack the fluency of ear learners, but are more likely to have more standard
English While these two groups share some common needs, they are also
very different in others. It's a real challenge. Getting these ear
learners prepared for the college is something that lots of people are talking
and writing about.<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>There is also the problem with the first group that they
speak English and often are offended when told they need more English,
especially when it's ESL!<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>In effect you are teaching only credit ESL, is that right?
Are there linkages with any of the programs in the community that are
teaching lower level ESL?<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
<div>
<p class=MsoNormal>Jodi <o:p></o:p></p>
</div>
<div>
<div>
<div>
<p class=MsoNormal>On Feb 8, 2008, at 10:42 AM, Forrest Chisman wrote:<o:p></o:p></p>
</div>
<p class=MsoNormal><br>
<br>
<o:p></o:p></p>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Kevin,</span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Thanks for the explanation. I find it VERY useful.
It’s a very interesting model. I’m not surprised that your students
are motivated for college, because they’ve signed up for a college prep
track! What worries me are the limited aspirations of many lower level ESL
students who may have college potential. </span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>I understand now why you don’t have the
resources to operate a more comprehensive program. I’ve heard an
increasing number of stories about areas were the LEA runs the federal/state
adult education ESL grant program and has asked the local college to take
it over (because the LEA has concluded it’s an “adult”
program). Have there been any rumblings of that in your area?</span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Best of luck in your good work.</span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Forrest </span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span
style='font-size:10.0pt'>From:</span></b><span style='font-size:10.0pt'>
assessment-bounces@nifl.gov [<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Hinkle, Robert<br>
<b>Sent:</b> Friday, February 08, 2008 9:42 AM<br>
<b>To:</b> The Assessment Discussion List; The Assessment Discussion List<br>
<b>Subject:</b> [Assessment 1174] Re: (no subject)</span><o:p></o:p></p>
</div>
</div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div id=idOWAReplyText16615>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>I believe we do have a hard time getting enough
students fed into our program and with the appropriate background to succeed if
they do come to us. It is a real problem. There are some workplace ESL programs
which are run through our Corporate and Continuing Education Office, but those
students rarely, if ever, come to us. And they serve the employees of specific
companies as opposed to the community at large. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Our ESL program is within an academic department in
the college (Communication and Languages) and so is run like every other. ESL
students pay the same tuition and fees as all other students at the college. We
do not receive special government funding beyond what the state and counties
provide for the college as a whole as a part of our yearly budget.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Finances are probably a big reason why we are getting
fewer students at the low levels. Community programs are free or low cost;
although in the scheme of higher education, the community college is less
expensive, it may still be out of reach of many students. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>In terms of having a more comprehensive program, we
are limited by a small staff, and the unlikelihood of being able to expand
given college budgeting restraints. In addition, our three full-time faculty
members (including myself) not only teach 15 credit hours per semester but also
do the administrative work required. We do advising, scheduling, and the many
other tasks associate with keeping the program afloat. The only
"official" administrative support for the program is through the 3
hours of overload I receive to serve as Adjunct Coordinator. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>The belief that they can attend college does not seem
to be a problem with our population although I can certainly see that it could
be. A growing problem for us (and many around the country) is the disconnect
between high schools and colleges in terms of student preparation. Either the
high schools do not think the students are college-bound and so don't bother to
give them a college-prep course of study, or there is simply a growing gap
between the expectations of each. Additionally, students seem to think that a
high school diploma equates to college readiness.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>We do our best to advise students, but we don't always
have enough time - and as professors primarily - may not know ourselves what
all of the options for students are. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
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<div id=idSignature30909>
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<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Kevin </span><o:p></o:p></p>
</div>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div class=MsoNormal align=center style='text-align:center'>
<hr size=2 width="100%" align=center>
</div>
<p class=MsoNormal style='mso-margin-top-alt:auto;margin-bottom:12.0pt'><b><span
style='font-size:10.0pt'>From:</span></b><span style='font-size:10.0pt'> <a
href="mailto:assessment-bounces@nifl.gov">assessment-bounces@nifl.gov</a> on
behalf of Forrest Chisman<br>
<b>Sent:</b> Thu 2/7/2008 10:38 PM<br>
<b>To:</b> 'The Assessment Discussion List'<br>
<b>Subject:</b> [Assessment 1172] Re: (no subject)</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Dear Kevin,</span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Many thanks for providing all of us with a profile of
your program. Seeing the variety of college program goals and designs is
extremely valuable in stimulating ideas about how to do a better job in
delivering ESL.</span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Personally, I think that it is perfectly valid for
colleges to elect to offer solely pre-academic ESL at the non-credit level. But
it does prompt the concern about whether other programs in the college’s
service area are providing non-academic ESL to large enough numbers of students
and at a high enough quality to “feed” the college program –
as well as how well their efforts articulate with yours. I wonder whether this
troubles you, and if so whether/how you have addressed the issue.
Frankly, I think one reason why many colleges offer comprehensive ESL
programs is that they would prefer to “make” pre-academic students
themselves, rather than rely on others to do it. Another reason, of course, if
that they may not be eligible for federal/state grant money unless they offer
comprehensive programs. Does your college receive these funds to support its
pre-academic program? If not, how is it supported financially?</span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>I heartily agree that helping students set realistic
goals and understand their options is essential. I believe, however, that
encouraging students to expand their goals as they succeed is also essential.
For example, many immigrants come from countries where going to college is the
privilege of very few, and thus may consider that an unrealistic goal
unless they are encouraged to take the steps necessary (often one step at
a time). The problem seems to be that it is hard for most programs to find the
resources to provide very much guidance of any of these kinds to most students.
I wonder if anyone has any solutions to THAT issue. </span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>In any event, many thanks for fleshing out an
interesting model. </span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:11.0pt'>Forrest </span><o:p></o:p></p>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div>
<div style='border:none;border-top:solid #B5C4DF 1.0pt;padding:3.0pt 0in 0in 0in'>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><b><span
style='font-size:10.0pt'>From:</span></b><span style='font-size:10.0pt'> assessment-bounces@nifl.gov
[<a href="mailto:assessment-bounces@nifl.gov">mailto:assessment-bounces@nifl.gov</a>]
<b>On Behalf Of </b>Hinkle, Robert<br>
<b>Sent:</b> Wednesday, February 06, 2008 9:19 PM<br>
<b>To:</b> <a href="mailto:assessment@nifl.gov">assessment@nifl.gov</a><br>
<b>Subject:</b> [Assessment 1148] (no subject)</span><o:p></o:p></p>
</div>
</div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
<div id=idOWAReplyText56074>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Hi All,</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>I have been reading most of the discussion comments
and wanted to address a few issues. First, however, I'll give a summary of our
program. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>I teach ESL at Raritan Valley Community College in New
Jersey. Our program serves approximately 350 students from diverse language
backgrounds. Our program offers two pre-academic levels of all skills ESL
instruction (a six hour per week non-credit class). In addition, we have 5
levels of academic ESL preparation divided into three courses -
Reading/Writing, Grammar, and Speaking/Listening). Our highest level
Reading/Writing course gives successful students 6 elective credits that count
towards RVCC graduation, but those credits do not transfer. Our semesters are
15 weeks. If a student misses 20% of any class, the instructor may withdraw
that student (they are not, however, obliged to withdraw these students). At
the moment, the late enrollment policy is that students may register for a
course prior to the second week of class but not thereafter. Research, of
course, indicates that students who begin a class late have a much higher rate
of failure than those who begin on time. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>In our program, we have three full-time faculty and
approximately 16-18 adjuncts. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>We have focused our program on academic prep ESL
because we are a small program with limited resources, and we have a very
difficult time finding qualified adjuncts. Also, a significant majority of our
students have signalled their intention to obtain a college degree.
Moreover, there are community programs that offer basic English skills although
there is often a long waiting list to obtain the services. In other issues, we
use the Accuplacer ESL test for placement and have in-house standardized tests
at the end of each level of grammar and reading/writing</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Within our classes, highly educated non-native
speakers usually progress much more quickly. One of the most challenging groups
is students who graduated from local high schools but still have inadequate
English skills - and not infrequently, weak academic skills in general. One of
the strategies that I would personally wish for is real communication between
K-12 and community colleges so that students get the language skills they need
before they enter college. I understand that there is great pressure to move
students out of ESL in many school districts, but ultimately, it does a huge
disservice both financially and in terms of motivation to students whose skills
remain more BICS than CALP. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>I agree with those who suggest that first language
literacy issues should be addressed before students enter ESL. However, it
becomes complicated to find funding and support for such efforts. In my
experience, students with low level literacy skills become frustrated and are
not ultimately successful - probably by any definition. I am uncomfortable
with the idea that they are spending hard-earned money when the chances for
success in ESL are minimal. We advise students that the program is
academically-oriented; often they have little understanding of what that means.
</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>I do not agree with the suggestion that the bar be
lowered so that students with low-intermediate skills be allowed in credit
classes (at least at my college). Historically, other faculty have little
experience handling language issues and are very unhappy when students cannot
read, write and converse at an appropriate level of English. They end up
feeling helpless. Students may pass classes; however, I suspect that
instructors do not want to deal with the challenges and so turn a blind eye and
let them through. Recently, there has been a problem in the nursing department
with non-native English speaking students not passing board exams because they
enter the college from other programs and circumvent ESL with us. They have
trouble reading and answering questions on the exam. This is a significant
problem because nursing programs are judged in terms of the success of
their students on these standardized exams. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>I think the measure of success should be based on a
realistic assessment of student goals combined with a real-life discussion of
the possibilities and limitations. Ideally, students would have incremental
goals so that success could build. If the goals for students with low literacy
levels are not carefully discussed and planned, then they will likely encounter
more failure than success because their expectaions will be unrealistic. The
more we have the opportunity to talk to students, the more likely it is that
they can develop short-term goals that are within their reach. Unfortunately,
we have no control over the myriad of complications that accrue in their every
day lives. </span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Apologies for the length.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'> <o:p></o:p></p>
</div>
</div>
<div id=idSignature58192>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Kevin Hinkle, Ph.D.</span><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal style='mso-margin-top-alt:auto;mso-margin-bottom-alt:auto'><span
style='font-size:10.0pt'>Assistant Professor of ESL/Adjunct Coordinator</span><o:p></o:p></p>
</div>
</div>
</div>
</div>
<div>
<p class=MsoNormal>-------------------------------<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>National Institute for Literacy<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>Assessment mailing list<o:p></o:p></p>
</div>
<div>
<p class=MsoNormal><a href="mailto:Assessment@nifl.gov">Assessment@nifl.gov</a><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>To unsubscribe or change your subscription settings, please
go to <a href="http://www.nifl.gov/mailman/listinfo/assessment">http://www.nifl.gov/mailman/listinfo/assessment</a><o:p></o:p></p>
</div>
<div>
<p class=MsoNormal>Email delivered to <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><o:p></o:p></p>
</div>
</div>
<p class=MsoNormal><o:p> </o:p></p>
<div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>JoAnn (Jodi) Crandall<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Professor and Director<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Language, Literacy and Culture Ph.D. Program<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Director, Peace Corps Master's Intl Program in ESOL/Bilingual
Education<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>University of Maryland Baltimore County<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>1000 Hilltop Circle<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>Baltimore, MD 21250<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>tel: 410-455-2313<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>fax: 410-455-8947<o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'>eml: <a href="mailto:crandall@umbc.edu">crandall@umbc.edu</a><o:p></o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'><o:p> </o:p></span></p>
</div>
<div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'><o:p> </o:p></span></p>
</div>
<p class=MsoNormal><span style='font-size:9.0pt;font-family:"Helvetica","sans-serif";
color:black'><br>
<br>
</span><o:p></o:p></p>
</div>
<p class=MsoNormal><o:p> </o:p></p>
</div>
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